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| Stasz, C., & Brewer, D. J. (1999). Academic Skills at Work: Two Perspectives (MDS-1193). Berkeley: National Center for Research in Vocational Education, University of California. |
In this appendix, we outline the data that were used to generate the tabulations contained in the text.
In 1980, NCES sampled over 30,000 sophomores and 28,000 seniors from high schools across the nation for its High School and Beyond survey. Data were collected from students and their parents, teachers, high school guidance counselors, and principals, as well as from high school transcripts. Cognitive tests were administered during the base year (1980) and first follow up (1982). Sophomores and seniors were surveyed every two years through 1986, and the 1980 sophomore cohort was also surveyed in 1992, ten years after graduation from high school.
For this study, three samples were created using 1980 sophomore cohort data from the HSB:92 fourth follow-up restricted release data file:
This sample was categorized into four mutually exclusive sections: (1) high school graduate in 1982, including individuals who received a high school diploma in 1982 and excluding late graduates, early graduates, and anyone born before 1962; (2) dropouts, including individuals without a high school diploma, GED, or certificate by the end of 1982; (3) GED, including individuals that obtained a GED or certificate by the end of 1982; and (4) other category, including individuals born before 1962, early graduates, and missing values.
The ability quartile sample categorizes individuals by quartile ability in 1982 (their senior year). Ability is measured by the student's composite test score for the 1982 tests in vocabulary, reading, and mathematics. The vocabulary test (21 items, 7 minutes) used a synonym format. The reading comprehension test (20 items, 15 minutes) consisted of short passages, followed by comprehension questions and a few analysis and interpretation items. The mathematics test (38 items, 21 minutes) required students to determine which of two quantities was greater, whether they were equal, or whether there was insufficient data to answer the question.
Students also completed tests in science, writing, and civics education; however, these subject tests are not included in the composite test score.
This sample categorized individuals into five mutually exclusive groups depending on postsecondary education status and labor force status in February of 1984. The five categories are (1) out of labor force, (2) unemployed, (3) employed, (4) enrolled in a four-year college, and (5) enrolled in a two-year college. If the respondents stated that they were both a student and employed, they were asked if they were primarily a student or primarily employed during the time period in question. In cases in which the respondents were both enrolled in a postsecondary institution and in the labor force, they were coded as in a college regardless of their reported primary activity. In cases in which the respondents were in the labor force, enrolled part-time in a postsecondary institution, and reported they were primarily employed, the respondents were coded as employed.
Composite mean scores are reported for the base year and first follow-up. Total course credits using HSB subject area codes are used. Carnegie units in English and mathematics are reported. The Carnegie unit has been standardized across all schools.
Grade point averages are provided through HSB's analysis of secondary school transcript data. The grade point average is calculated based on courses defined in the SST taxonomy and those with a range of (0-4).
Frequencies of extracurricular activities represent the percentage of individuals who participated in a given school-sponsored activity, without regard to whether a school did in fact sponsor that particular activity.
In the base year survey (10th grade), students could report participation in up to 12 activities; in the first follow-up survey (12th grade), students could report participation in up to 17 activities. It should be noted that participation in sports is defined differently in 10th and 12th grades. In the base year, all participation in extracurricular sports was captured by a single variable, while in the first follow-up, students were asked about their participation in "varsity" and "other" sports.
Hours worked in 10th and 12th grade reflect hours worked per week for pay on the respondent's current or most recent job, not counting work around the house. Wages represent the respondent's self-reported hourly wage at the current/most recent job.
Wage regressions include a standard set of control variables: race, base year family income, whether respondent lived in a single parent family in the base year, parents' highest level of education, number of siblings, and region.
An individual's race is coded as either (1) white, (2) African American, (3) Hispanic, or (4) other. The family income variable represents the midpoint value of the income category selected by the respondent in the base year. Single parent families are defined as families in which there is exactly one biological parent or other guardian. The parental education variable reflects the highest level of education reported by either of the respondent's parents. The sibling variable represents the total number of siblings (inclusive of stepsiblings) reported by the respondent; this total does not include the respondent. Region is defined as the Census region in which the respondent's 1980 high school is located (northeast, midwest, south, or west).
The respondent's wage in 1984 (two years after high school graduation) is created from the "annual earnings" and "average hours worked per week" variables in the 1984 data. Annual earnings were divided by 52 to generate weekly earnings. Weekly earnings were then divided by the average hours worked per week to arrive at the hourly earnings or "wage." Values of zero and values greater than $100 per hour were recoded to missing.
In 1988, approximately 25,000 students in the 8th-grade cohort were sampled from across the nation by NCES. Data were collected from students and their parents, teachers, and high school principals and from high school transcripts. Cognitive tests (math, science, reading, and history) were administered during the base year (1988), first follow-up (1990), and second follow-up (1992). Third follow-up data was collected in 1994, when most sample members had completed high school.
Three samples were created using the NELS:88 third follow-up restricted release data file (approximately 14,000 cases): (1) Education Status in 1992, (2) Ability Quartile, and (3) Education or Labor Market Status in 1994.
This sample was categorized into four mutually exclusive sections: (1) high school graduate in 1992, including individuals who received a high school diploma in 1992 and excluding late graduates, early graduates, and anyone born before 1972; (2) dropouts, including individuals without a high school diploma, GED, or certificate by the end of 1992; (3) GED, including individuals that obtained a GED or certificate by the end of 1992; and (4) other category, including individuals born before 1972, early graduates, and missing values.
The ability quartile sample categorizes individuals by quartile ability in 1992. Although only mathematics results are presented, reading quartiles were also analyzed. (Variables used F22XMQ [mathematics quartile (1 = low)] and F22XRQ [reading quartile (1 = low)]).
Students completed a series of cognitive tests in reading comprehension, mathematics, science, and history/citizenship/geography. The reading comprehension test consisted of 21 multiple choice questions that measured the students understanding and interpretation of five reading passages. The mathematics test included 40 questions requiring students to make quantitative comparisons and answer work problem, graphic, and geometric figure questions. Students were given 21 minutes to complete the reading subtest and 30 minutes to complete the mathematics subtest.
This sample categorized individuals into five mutually exclusive groups depending on postsecondary education status and labor force status in February of 1994. The five categories are (1) out of labor force, (2) unemployed, (3) employed, (4) enrolled in a four-year college, and (5) enrolled in a two-year college. If the respondents stated that they were both a student and employed, they were asked if they were primarily a student or primarily employed during the time period in question. In cases in which the respondents were both in the labor force and enrolled in a postsecondary institution, they were coded as in a college regardless of their reported primary activity. In cases in which the respondents were in the labor force, enrolled part-time in a postsecondary institution, and reported they were primarily employed, the respondents were coded as employed.
Mathematics and reading IRT estimated number right mean scores are reported for the base year, first follow-up, and second follow-up. Total course credits using HSB equivalent subject area codes are used. Carnegie units in English and mathematics (HSB) are reported. The Carnegie unit has been standardized across all schools:
(F2RHEN_C F2RHMA_C)
The cumulative grade point average for last year of school attended has not been standardized. Some values exceed 100% because of quality points awarded for advanced courses.
Frequencies of extracurricular activities represent individuals who participated in a school-sponsored team sport. Furthermore, the sample excludes students that did not participate because their school did not sponsor the extracurricular activity. Additionally, in the second follow-up, individual and team sports were collapsed into two categories; therefore, the frequencies reported for 12th-grade participation in team sports and total number of extracurricular activities may be underestimated. For example, in the first follow-up, if respondents participated in baseball and basketball, then they would report participating in two team sports. If respondents participated in baseball and basketball in the second follow-up, then only one team sport would be counted.
The total number of activities participated in 10th and 12th grades were topcoded at 8 and 7, respectively.
Hours worked in the 8th grade do not include chores around the house and reflect hours worked per week for pay on the present or most recent job. In the first follow-up, students were asked how many hours they usually work a week at their current or most recent job which included work in the summer. In the second follow-up, the responses reflect hours usually worked each week at the current or most recent job during this school year. Students were not asked about earnings in the base year. Earnings in the first follow-up reflect earnings per hour at current or most recent job (including summer jobs), and in the second follow-up, earnings per hour are reported for the current or most recent job during the school year.
Wage regressions include a standard set of control variables: race, base year family income, whether respondent lived in a single parent family in the base year (1987), parents' highest level of education, number of siblings, and region.
An individual's race is coded as either (1) white, (2) African American, (3) Hispanic, or (4) other. The family income variable represents the midpoint value of the income category selected by parents in the base year. Single parent families are defined as families in which there is exactly one biological parent or other guardian. The parental education variable characterizes the level of education attained by the parent with the highest reported education level. The sibling variable represents the total number of siblings (inclusive of stepsiblings living at the same residence) reported by the respondent. Region is defined as the Census region in which the respondent's 1992 high school is located (northeast, midwest, south, or west). Missing values of control variables were replaced by a constant value, and an additional dichotomous variable was included to distinguish and hold separate the replacement values.
The respondent's hourly wage in 1994 (two years after high school graduation) is created from the "total monthly earnings" and "average hours worked per week" variables in the 1994 data. Monthly earnings were divided by four to generate weekly earnings. Weekly earnings were then divided by the average hours worked per week to arrive at the hourly earnings or "wage." Values of zero were recoded to missing.
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| Stasz, C., & Brewer, D. J. (1999). Academic Skills at Work: Two Perspectives (MDS-1193). Berkeley: National Center for Research in Vocational Education, University of California. |